TEACHERS' Training Courses 

FOR THE 

High Schools of Oregon 




/d rU 



J. A. CHURCHILL 

Superintendent of Public Instruction 

1917 



0, of D. 
SEP 5 19t7 



/97 



TEACHERS' TRAINING COURSES 



ELEMENTARY TEACHERS' TRAINING COURSE 

(This course is prepared in compliance with Sections 26 and 29, 
Oregon School Laws for 1917.) 

In an Oregon high school, the Elementary Teachers' Train- 
ing Course is to be offered through the third and fourth years 
and its completion permits a high school graduate to teach, 
after he has passed an examination in the subjects required 
for a one-year certificate. Methods in reading, methods in 
language, and methods in arithmetic are to be given in the 
third year, while elementary psychology, history of education, 
and pedagogy are to be given in the fourth year. After 
September, 1919, the State Department of Education is not 
permitted to issue a certificate to any applicant, even though 
he satisfactorily pass an examination, unless he has completed 
an Elementary Teachers' Training Course, or had taught 
successfully for a period of six months prior to September 1, 
1915. All high schools offering the Elementary Teachers' 
Training Course should begin the course as outlined for the 
two years, in September, 1917. 

The State Department of Education will accept the third 
year's work as equivalent to the Elementary Teachers' Training 
Course, as outlined on page nine of the Courses of Study for the 
High Schools of Oregon, from all who are regularly graduated 
from an Oregon high school in the spring of 1918. All students 
who are graduated in the spring of 1919 must complete the 
course as outlined, to meet the requirements of the law regard- 
ing the Elementary Teachers' Training Course, that goes 
into effect September 1, 1919. This course should not be 
confused with the Teachers' Training Course as outlined on 
pages ten to twelve of the high school course of study. The 
Elementary Teachers' Training Course is to be offered by all 
high schools in the state, that do not offer a Teachers' Training 
Course, in order that their graduates may meet the requirement 
of Section 31 of the Oregon School Laws for 1915 or Section 12 
of the Oregon School Laws for 1917. The larger high schools 
only should offer the Teachers' Training Course, as the 
smaller schools do not have the facilities for giving the teaching 
practice as outlined for that course. 

In each county, the county superintendent will examine the 
Elementary Teachers' Training Course, and pass upon the 
character of the work done. The principal of the high school 
will send to the Superintendent of Public Instruction by 
October 1 of each school year, a statement giving the names 



of all enrolled for the course and such other information as 
the department may require. At the close of the school year, 
the principal of the high school must make affidavit that the 
work has been completed as outlined in the course of study. 

OUTLINE FOR ELEMENTARY TEACHERS' TRAINING COURSE 

THIRD YEAR 

1. A textbook on the Teaching of Arithmetic, Stamper. Twelve weeks. 

2. Reading in Public Schools, Briggs and Coffman. Twelve weeks. 

3. Language Work in the Elementary Schools, Leiper. Twelve weeks. 

FOURTH YEAR 

1. The Science of Human Nature, Pyle. Twelve weeks. 

2. Textbook in the History of Modern Elementary Education, Parker. 
Twelve weeks. 

3. How to Teach, Strayer and Norsworthy. Twelve weeks. 



TEACHERS' TRAINING COURSE 

(This course is prepared in compliance with Sections 15 and 37 
of the Oregon School Laws for 1917.) 

All of the work of the Teachers' Training Course must be 
completed as outlined, and the principal must so certify in 
an affidavit before a notary public at the close of the school. 
All high schools desiring to offer the course must make appli- 
cation to the State Department of Education prior to October 
15 of any school year, so that the blanks required to be filled 
by the high school principal, may be furnished the school. No 
certificates will be issued to the members of a teachers' train- 
ing class in any school whose principal does not apply for and 
receive permission from the Department of Education to offer 
such a course, prior to October 15. 

The Superintendent of Public Instruction, or one of his 
assistants, will visit as many of the schools as time will permit, 
to inspect the reports and to check the assignments on the 
teaching practice of the members of the class. A pupil in the 
high school may pursue any course offered until the fourth 
year, but to receive a certificate for completing the Teachers' 
Training Course, he must complete all the work as outlined 
in the course of study for the fourth year. 

I. ENGLISH 

Four years of English are recommended and three are 
required. It is very important that those who teach be well 
drilled in the fundamentals of English and the principles of 
composition. Anyone permitted to elect the Teachers' Train- 
ing Course, should be able to express himself readily and 



accurately, both in writing and in speaking. The written 
reports of the students on observation and teaching practice 
should reveal their training in paragraphing, punctuation, 
capitalization and sentence structure. The large majority of 
the students who graduate from the Teachers' Training Course 
will first teach in the rural schools, and every high school 
principal who has a deep interest in the betterment of rural 
education, will recommend no one for certification who is 
weak in English. 

II. METHODS 

(a) Twelve weeks devoted to a study of How to Teach, 
by Strayer and Norsworthy. 

(b) Four weeks of Oregon School Law should be devoted 
to a study of the duties of superintendents, teachers and 
school officers, together with requirements for certification 
and such other laws as teachers in rural schools should know. 
Special laws, such as procedure in bonding, etc., need not 
be studied. 

(c) One week is to be given to the study of school blanks, 
register, daily program and monthly reports. 

(d) Library, two weeks. (For suggested assignments 
in library instruction, see page 9.) 

(e) Report to the satisfaction of the principal on at least 
one of the texts on History of Education and one on Principles 
of Education, found in the school reference library. 

III. REVIEW 

(a) Nine weeks' review in Kimball's English Grammar 
on the formal grammar as outlined in the Course of Study for 
the Elementary Grades, for the seventh and eighth grades. 
A pupil is not prepared to present this work until he can give 
the relations existing between the words, phrases and clauses 
of any sentence that he understands. 

(b) Nine weeks' review in the Complete Arithmetic, with 
special emphasis on the topics for fifth to eighth grades in 
the Elementary Course of Study. 

IV. AMERICAN HISTORY AND CIVICS 

HIGH SCHOOL ADOPTIONS 

Five recitations per week throughout the year, including 
Methods of Teaching History. See State Course of Study on 
History. Require the stories offered in the first four grades 
to be told. 



V. OBSERVATION AND TEACHING PRACTICE 

One year of observation and teaching practice is required. 
Observation and teaching practice should be combined in each 
assignment. Each pupil must have fifteen weeks of teaching 
practice of forty minutes each day. This work should be 
begun at the beginning of the year and continued throughout 
the year. Teaching practice should not be left for the second 
month or the second term, but should be begun in September 
and should follow the observation for each assignment. 

The assignment of the pupils to the different grades for 
teaching practice should alwaj^s be definite; that is, a pupil 
should know the particular work to be done and just how to 
do it, before going to a grade to get the teaching practice. 
There should be some teacher who directs the teaching 
practice and who is responsible for all assignments. Sending 
a pupil to some grade and leaving him to pick up whatever 
he can, either through observation or through teaching just 
as much as the regular teacher will permit him, does not 
constitute an assignment. There must be at least eight 
assignments. 

Substitute work when the teacher is ill or absent from the 
room should not be considered teaching practice for the work 
is not supervised. The regular teacher should be in the room 
throughout the assignment period, that she may serve as 
critic teacher for that period. The Teachers' Training Course 
is at best a makeshift until Oregon can have sufficient normal 
schools to train its teachers for the elementary schools. In 
the meantime, the course should be made just as strong as 
each high school can make it, and wherever possible, a normal 
school graduate, or one who has had much experience in the 
grades, should direct it. 



SUGGESTED ASSIGNMENTS 

The following eight suggested assignments should prove 
helpful to those who, after graduation, begin their teaching 
in the rural schools : 

1. Primary reading, first grade. Three weeks. 

2. Primary numbers, second grade. Two weeks. 

3. Language lesson, second and third grades. Two weeks. 

4. A writing lesson, any grade. One week. 

5. Geography, South America. Two weeks. 

6. Multiplications, third grade. One week. 

7. Reading, fifth grade. Two weeks. 

8. Language, sixth grade. Two weeks. 



A few definite assignments are here given. They are 
merely suggestive. Teachers may not agree on the order of 
presentation or importance of certain steps, but all will agree 
on the principle involved, viz: that the pupil-teacher must 
have definite materials with which to work. 

1. First Grade reading recitation. 

(a) Sentences from the primer written on the blackboard and 

covered until the class recites. 

(b) Reading from the sentences on the blackboard. 

(c) Reading sentences on cards. 

(d) Drill on the words from the sentences on the board. 

(e) Drill on the same words on the cards. 

(f) Drill on the initial consonants of these words on the black- 

board and on the cards. 

(g) Read the lesson so as to give the thought to others in an 

entertaining manner. 

2. Multiplications in the abstract. 

Observe suggestions for Course of Study, second grade. 

(a) 7X9. Teacher tells the result. One pupil after another gives 

the result. Factors and product are written on the board 
by the class. Product is written on paper. 

(b) 7X4, 7X2. Follow the directions given in (a). Review (a). 

(c) 7X6, 7X3, 7X5. Follow the directions for (a) and (b), and 

review (a) and (b). Do not present objectively. Continue 
drill on multiplications as long as the assignment will 
permit. 



7 
(d) Introduce X9 


7 
X4 


7 
X2 


7 
X6 


7 
X5 


9 
(e) Introduce 7 


4 

7 


2 

7 


6 

7 


5 

7 



(f) Drill, drill, drill, for rapidity and accuracy, using pictures 

ov any device that will give variety in presentation and 
overcome monotony. Snappy work is necessary. Homemade 
cards are excellent for one form of drill; for instance, on 
one side of the card have 7X8 and on the other side, 56. 

(g) Clothe problems. 

3. Occupations and resources of Oregon. 

(a) Farming. Products. Markets. 

(b) Mining. Minerals. 

(c) Manufacturing: (1) Power used, (2) raw material, (3) fin- 

ished products, (4) markets. 

(d) Lumbering. Value of industry. Markets. 

(e) Stock-raising. Section. Markets. 

(f) Fishing. Section. Markets. 

4. Language. Second and third grades. 

(a) Select a story, suitable to the grade. 

(b) The oral story (to be reproduced by the children) . 



(c) The oral story (to be told by the teacher). 

(d) Dramatization (children act the story). 

(e) Children tell the story and the teacher writes it on the board 

as told. 

(f) Teacher rearranges the story in a few sentences. 

(g) Children copy the story in language tablets, 
(h) Children illustrate the story. 

At the close of each assignment, the pupil is required to 
file a written report on his assignment for teaching practice 
(not observation) of not less than 600 words with the high 
school principal. These reports are to be filed for the inspec- 
tion of the Superintendent of Public Instruction or the 
assistant superintendent on his annual visit. 

No high school should attempt the Teachers' Training 
Course unless there be a sufficient number of teachers in the 
grades connected with it, who are willing to cooperate in giving 
the members of the class an opportunity to get the observation 
and teaching practice required. 

CERTIFICATION 

Principals offering this course will please read carefully 
Sections 15 and 37, School Laws of Oregon, 1917, noting 
especially the following provisions : 

A one-year State certificate shall be granted without exami- 
nation to applicants who have completed four years' work in an 
accredited high school or other accredited institution ; provided, 
that the applicant shall have completed the Teachers' Training 
Course in such high school or institution as provided for in 
this act. A one-year State certificate may be renewed only 
once when the holder thereof has presented satisfactory 
evidence of having successfully taught six months' school 
during the life of such certificate. (Section 15, Subd. 2.) 

Schools offering this course shall have a reference library 
of at least three volumes on each of the following fields of 
professional study: History of Education, Principles of 
Education, Methods and Special Training in Industrial Educa- 
tion, including agriculture. (Section 37, Subd. 5.) 

BOOKS RECOMMENDED FOR REFERENCE LIBRARY 

History of Education — 

Graves, F. P. History of Education of Modern Times. 
Monroe, Paul. Brief Course in History of Education, 1905. 
Parker, S. C. History of Modern Elementary Education. 
Thwing, C. F. History of Education in the United States Since the 
Civil War. 

Principles of Education — 

Dewey, John. The School and Society; supplemented by a statement 
of the University Elementary School, 1900. 



Klapper, Paul. Principles of Educational Practice. 
Pestalozzi, J. H. Leonard and Gertrude; translated and abridged by- 
Eva Channing, 1907. 
Ruediger, W. C. Principles of Education, 1900. 
Scott, C. A. Social Education. 

Industrial Education, Including Agriculture — Country Schools — 
Carney, Mabel. Country Life and the Country School. 
Coulter, J. M., and others. Practical Nature Study and Elementary 

Agriculture, 1909. 
Hodge, C. F. Nature Study and Life, 1902. 
Row, R. K. Educational Meaning of the Manual Arts and Industries. 

Educational Psychology — 

Bagley, W. C. The Educative Process, 1905. 

Colvin, S. S. The Learning Process. 

Dewey, John. How We Think, 1910. 

James, William. Talks to Teachers on Psychology and to Students on 

Some of Life's Ideals, 1900. 
Rowe, S. H. Habit Formation and the Science of Teaching, 1909. 

Teaching — 

Bagley, W. C. Class Management; Its Principles and Technique, 1907. 

Betts, G. H. The Recitation, 1911. 

Charters, W. W. Teaching the Common Branches. 

O'Shea, M. V. Everyday Problems in Teaching. 

Strayer, S. D. A Brief Course in the Teaching Process. 

LIBRARY INSTRUCTION 

The purpose of these ten lessons is to fit the student to 
select and care for the small school library, and to make 
intelligent use of libraries in school work. It is assumed that 
all students in the Teachers' Training Classes have had the 
ordinary high school course in the use of books and libraries, 
and these topics are, therefore, limited to the work needed for 
professional purposes. 

It is suggested that twenty minutes be used for presentation 
of the subject of each lesson, fifteen minutes for discussion 
of the problem, and five minutes for a report on one of the 
children's books in the required list, or that one entire period 
be devoted to these reports. The problems are assigned in 
order to familiarize the student with the State School Library 
List and the method of selecting books from it to fit the course 
of study ; the work should result in the selection of one hundred 
volumes for a model library such as is required in a standard 
rural school, with a library manual for the course of study, 
giving by grade a few useful books necessary for the teaching 
of each subject, a marked copy of the State List, ready for 
practical work, and a selection of the best books for the use 
of the teacher in preparing work. The reading and discussion 
of children's books is assigned with the intention of giving 



familiarity with certain types of books which may be used as 
standards in judging others, and to fix a knowledge of a few 
of the classics for children which are emphasized in school 
work. Each member of the class should read all the required 
list of books and discuss at least one of them before the class. 
Reading assignments may well be made early in the year, 
before the library course begins, so that all may have time 
to complete the work. Students should be encouraged to read 
children's books which are useful in school work, and should 
have access to a well arranged school library. Books required 
for this course should be reserved for the use of the training 
class during this time, and the model school library selected 
by the class should be provided for their use. 

There is no textbook for the course, the work being based 
on the State School Library List, Part I, for elementary schools, 
and on the school library law and rules given in the preface 
to that list (edition of March, 1915), a copy of which every 
student must own; other references are given under topic as 
needed. Wilson's School Library Management is the most 
useful work on the subject, and it will be supplied by the State 
Library, if available. Other aids are given in the State List 
of Books for High School Libraries, Section 020, in which note 
especially Fay and Eaton's Instruction in the Use of Books 
and Libraries. The most useful guide in the principles of 
book selection for children is Harron's Course of Study for 
Normal School Pupils on Literature for Children, 2d edition, 
published by H. W. Wilson Co. ($1.00). 

Directors of training classes may get the State Library 
Lists and publications from the State Library in Salem, or 
from the county or city school superintendent. A package of 
necessary supplies will be sent from the State Library in 
response to any request outlining work to be covered and 
giving the number of students in the class. Pamphlets which 
are priced will also be furnished on receipt of money. 

OUTLINE OF THE COURSE 

References are to pages of List of Books for School Libraries of the 
State of Oregon, Part I, March, 1915. Note of classification numbers of 
sections of the list for use in problems is suggestive only. The same 
classes must be used for many problems, and will not be completely 
checked through for any one of them; numbers are indicated to save 
time for the student. 

1. Oregon school library law. (State List, pp. 3-4.) Library 
requirements for standard schools. Oregon School Library 
List (Parts 1-2) , supplement, and corrected price lists (explain 
arrangement, grading, school prices, as on pages 5-9). 

Explain requirements for reading children's books and 
have members of the class report in writing list of those 
already read. 

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Assignment of problem I in selection of rural school library : 
Aids in geography for grades 1-4 (Course of Study, pp. 10-11; 
State List, classes 550, 910, 910.1). 

2. Principles of selection for the school library. Correla- 
tion of library with course of study. State library publications 
for teachers. Methods of ordering books for annual county 
and other orders. Order sheets. Rules. 

Discussion of problem I. Assignment of problem II : Sup- 
plementary books for course of study in geography for grades 
5-7 (Course of Study, p. 17; State List, classes 910-919, 
inclusive) . 

Reports on required reading (to be continued for all the 
following lessons). 

3. Care of the school library (shelving, book supports, 
equipment). Records. Inventory. Reports (State List, 
selections from pp. 9-14). 

Problem assignment: Supplementary books for history, 
grades 1-2. (Course of Study, pp. 17-18; State List, classes 
970, 973, 571.) 

4. Care of the library (continued) . Mechanical prepara- 
tion of books. Supplies. Rules for borrowers. Charging 
system. Use and care of supplementary sets of books. (State 
List, pp. 11-13.) 

Problem assignment: Books for history, grades 3-4 (Course 
of Study, p. 18; State List, classes 930, 220, 571, 290, 398.2, 
940, 973, 979). 

5. Care of books (mending: recasing, binding, rebinding). 
Teaching children to care for books (State List, pp. 14-16). 
See also Sawyer's pamphlet How to Care for Books in a 
Library, 10 cents. 

Problem assignment: Books for history, grades 5-6 (State 
List, classes 920, 930, 940, 973). 

6. Arrangement of books on shelves. Classification. 
Cataloging. (State List, pp. 2, 10, 17.) 

Problem assignment: Books for history and civil govern- 
ment, grades 7-8 (Course of Study, pp. 9, 19; State List, 
classes 973, 920, 921, 320). 

7. Use of libraries. Public library system (state, county 
and local libraries) . Public library law. How to make use of 
county library system. School library relation to county 
system. Cooperation with public library and its service to 
the school. Outline for school library system in graded school. 

Problem assignment : Primary supplementary readers, and 
other "easy" books, and selection of one interesting supple- 
mentary book (not a graded reader) for each grade. (Course 
of Study, pp. 33-39; State List, class 028, and other sections.) 

11 



8. Principles of book selection. Standards for children's 
books. Guiding the reading of children. Children's classics. 
Editions. Silent reading in the schoolroom. Further use of 
books in school work. (State List, p. 16; book number 792, 
Olcott: The Children's Reading, the book by Harron noted 
above, and Oregon State Library list: The Golden Staircase.) 

Problem assignment: Stories, poems, speakers, classics. 
(Course of Study, pp. 52-54; State List, classes 800-813, 
inclusive.) 

9. Story-telling and reading aloud. Methods. Selection 
of books and stories. (See Oregon State Library Lists: Books 
to Read Aloud, When Mother Reads Aloud, Index to Short 
Stories and Book Number 118, Bryant: How to Tell Stories 
to Children.) 

Problem assignment: Books for language work, picture 
study, story-telling and reference books. Completion of list of 
100 volumes for rural school library. (Course of Study, 
pp. 20-28, 55-62; State List, classes 029, 290, 398, 398.2, 700.) 

10. Library tools for the teacher (Desk books. Profes- 
sional library and lists. State and federal publications). 
Subscription books. Reference books for the school. Periodi- 
cals for children. Books for school entertainments and 
programs. Subject indexes to children's books (The Children's 
Catalog, published by the H. W. Wilson Company should be 
in every library. It may be had in three editions of 1,000, 
2,000 and 3,500 titles each at $2.00, $4.00, and $6.00 for the 
first copy with special prices on lots of ten or more in paper 
binding) . 

Problem : Discussion of completed list of 100 volumes for 
district school library. How to raise money for additional 
books and how to buy them. 



CHILDREN'S BOOKS FOR REQUIRED READING 

(See State List for editions required) 

Aesop. Fables. 

Andersen. Fairy Tales. 

Arabian Nights. 

Carroll. Alice's Adventures in Wonderland. 

Clemens. The Prince and the Pauper. 

Defoe. Robinson Crusoe. 

Hawthorne. Wonder-book, or Kingsley's The Heroes. 

Kipling. Jungle Book. ' 

Lamb. Tales from Shakespeare. 

Pyle. Some Merry Adventures of Robin Hood. 

Sharp. Summer. 

Spyri. Heidi. 

Stevenson. Child's Garden of Verses. 

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LIBRARY OF 



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